Reflection on Becoming a Teacher

Reflection on Becoming a TeacherI fix always had aspirations to be a Primary instructor. Although I am relatively new to the trade I am However despite the contests that face me I am trying to re principal(prenominal) positivistic and make the beaver out of this situationBefore I started writing I felt the best start way to reflect on my practice was to conduct a SWOTAnalysis (Strengths, Weaknesses, Opportunities Threats) to crumple my CPD opportunities in a way to focus on my goals and reflect on my practice so far. (See supplement 1) By doing this I was commensurate to highlight what I believe to be important and factors that I would bid to improve on. I will now witness at the political issues affecting education in Scotland, current research and how each curb had an impact on my own hearing. From this I will wherefore review my attitude and set my goals for the future.The Political PositionHarold Wilson the former Labour P.M. once saidA week is a long cartridge c lip in political relation commencement Minister Alex Salmond discovered to his warning device the meaning of this quote in the prototypic week of celestial latitude last year. On Tuesday the 1st December 2009 Fiona Hyslop was redeployed from her position as Education secretary marking the first-class honours full point change in the economical regime Cabinet since the SNP came into power over two years ago. (Swanson 2009) The question is what happened?Alex Salmond made this decision only old age later the frugal government statistics showed a f all(prenominal) in teacher numbers of 1,348 over the by year, despite his plea to increase them. Fiona Hyslop has suffered a lot of criticism as education secretary the master(prenominal) reason being her failure to deliver the SNPs biggest education pledge of lowering primary 1-3 class sizes to 18. The nett straw was Ms Hyslop threatening to centralise education taking power away from local authorities. The immunity parties in a ddition threatened a vote of no confidence in the Education monument if the First Minister did non do something to deal with the situation- a threat that could not be taken lightly. (Macleod 2009)By the 8th of December the SNP Government and the new Education Secretary Mike Russell faced its first challenge an enquiry into the class sizes pledge a major part of the SNP 2007 manifesto was called into question of whether or not the pledge was deliverable in their time in office.As if the current situation wasnt bad bounteous on the 11th Dec 2009 the General didactics council published their report of probati adeptrs get toing employment after their sign year and their findings were not encourage able. The report stated that out of teachers surveyed only one teacher in five (20.2%) gained a full time permanent job after completing probation this summer and a significantly greater number of new teachers more(prenominal) than 1 in 4 have been able to gain employment as a teacher at all. Commenting on this report EIS General Secretary Ronnie Smith said The fact that so many of our newly qualified teachers be unemployed or under-employed on rattling patchy, short- edge, contracts is a tragedy not only for these individual teachers but also for Scottish education and its pupils. (EIS 2009)Current look into and Personal ExperiencesEvery aspect of being a teacher draws on both your master key and personal resources and values(Moyles and Robinson 2002 cited Asprey, Hamilton and Haywood 2002)Watzke (2007) amongst others talks of stage theory in doctrine stating that in that location are distinct changes in a teachers thinking throughout his or her career. flooded (1969) was one of the first to comment on this matter and suggests that in the beginning teachers are not concerned about teaching but their own survival. This stage chousen as self concerns e.g.. Can they survive and pass their conditional year? Later in their career Fuller stated the focus is on actual carrying out as teachers calling this stage t request concerns. This makes whizz as it is only natural once you have confidence in yourself to then focus on improving your learning experiences. The last stage after successful teaching the focus then moves on to having a meaningful and positive influence on their pupils which is known as impact concerns. As teachers learn and grow in the teaching profession they learn what works and what does not and this is something that comes from experience therefore it makes sense to fare a path equivalent Fuller suggested. All teachers are very divergent and each have their own unique learning style. However, one thing what I would hope all teachers would have a shared value is the belief that the children are the most important part of their job and is their job as teachers to get the best out of the children they teach.As humans we all have our own values as individuals and as teachers. Eisner and Vallance (1974) talk of three main dimensions on which varied value positions are held. They suggest that that they are best represented as continua idiosyncratic societyThis is the concept of whether education should be geared to meet individuals needs rather than educational toll being planned to meet the needs of the society.values skillsThis is the concept of whether education should focus on trailing individuals sense of values in a moral ethical context, or on developing their skills. adaptational reconstructiveThis is whether education should prepare children to fit into the present society, or strive to change and in tump over changing society.( Eisner and Vallance 1975 cited in Pollard 2005)By looking at these three dimensions, we can perhaps visualize where our own values fit in. Pollard (2005) like Watzke (2007) talks of how teachers change and adapt as they gain more experience throughout their career. Pollard (2007) uses this example a newly qualified or student teacher may surface their sel f at the individual extreme of the first dimension placing more importance on skills extreme and determine more comfortable with the adaptive extreme of the third dimension. However, as time goes on and more experience is gained opinions may change.Being on supply I am able to see good practice in many diametrical develops in my area. I also have the opportunity to be flexible and work in different establishments Nursery, Primary and the Additional bandaging down feather Needs (ASN) sector. Working on supply you get to know particular directs and soon realise the schools that are nice to work in and the ones you may want to steer clear of. The question is how do we know this? What makes something feel like this? I think what it comes down to is the culture of each individual school.Culture is both a dynamic phenomenon that surrounds us at all times, being constantly enacted and created by our interactions with others (Schein 2004 p1)Every institution whether they realise it o r not has their own unique culture. Being in so many different schools you come across just how different the working environment can be from school to school. The silky part is being able to gauge the culture and act accordingly because what wouldnt be an issue in one school could be in another. The most popular example is the staff room. If it is my first time working in a particular school you have to gauge the environment and try to follow suit for example the tailing arrangements, the biggest mistake you can make is to sit on someone elses seat if this happens you may either depending on the school get asked to move or be given the grievous eye for the rest of the day. Another example especially in a big staffroom is when you sit down and other groups come in after and sit in little groups and you are left in the middle on your own twiddling your thumbs. To be on the safe side I usually conceal until everyone is in the staffroom and then ask is it ok to sit in a particular seat. Sometimes you ask Is it ok to sit here? To which the reply will be Oh yes you dont need to worry, we dont have particular seat in here but then you realise that every break time and lunch all of the staff remain in the same seats. Therefore culture is so in built they dont scour realise its there but from an outsiders point of view it is more apparent.Once youve got your seat the next parapet is talking to people. As soon as you walk in to a staffroom you can right off sense the ambience, it is hard to explain but it is very apparent. As noted above you soon realise what schools you privilege to be in and those you arent as keen on, because in some schools you are only the supply teacher and you can sit and be ignored. On the other hand you walk in to some schools and you immediately feel a good atmosphere and although you still go through the same ritual in the staffroom asking where to sit you dont feel as apprehensive as the staff talk to you and make you feel welcome and generally seem interested in you as a person.Although I dont currently have a base school I do have schools where I work in more often. One such school is the school I worked in during my probationary year. Looking back it is unique how your first impressions of a place can be somewhat different after you have worked in a place for a while. The dynamics of a place can be very different on the outside than they are on the inside. NEED TO ADD MORE HERE On the entire my probationary school is a very good place to work on and portrays an ethos of respect and supportiveness. During my time in the school I had two very good mentors who I could always go to when I needed help which was the case formostof the staff in the school. However, I found out very quickly who I could ask advice from and who not to bother. My class had a lot of problems and was oneContinuing professional culture (CPD) is now an obligatory and accepted part in the contracts of all teachers who teach in Scottis h schools. 35 hours worth of professional development activities is required over the contour of the year. Teachers decide on what goals they would like to achieve over the school year and tailor this well-nigh what courses they will string up. With the advent of the Curriculum for virtuousness (CFE) the Government is proposing CPD opportunities to be more specific and cl archean linked to the priorities of the CFE. The biggest study carried out on CPD in the early stages of teachers career was by Draper et al., 1991, 1997, 1998 The Scottish Study of Probationers 1988-1991 and 1995 -1996. The research followed a group of teachers as they realised their probationary year. The researchers hypothesised the CPD would be at the fore front of the student nurses activities and believed they would regard it as a priority. However, what they did find was probationer teachers stated that they spend more time proving to others that they could do their job rather than trying to further de velop their practice. From a personal experience this is something that I myself can relate to. From the minute you walk into a school as a probationer you (unconsciously in some cases) are being judged for competency. This idea also ties in with Fuller (1969) first stage of self concerns teacher are concerned with their own learning and the thoughts of others around them. Draper et al also found that the teachers who completed their probationary year on a supply base method was more likely to threaten their development as they were not in the same place for any one time. Results showed that the second cohort 1995/96 was more satisfied with their professional development experiences than the first cohort 5 years previous to them. However, those teachers who completed their probationary year through short term contracts reported lower levels of satisfaction and perhaps have an impact on their practice in the future. As one of their participants in the study commentedThe effect of sh ort-term contracts on initially keen and dedicated staff is disastrous. Morale, dedication and professionalism quickly evaporate.(Draper et al., 1997, cited in GTCS 2006)This is not surprising as the chances of those teachers being in a position to partake in many CPD sessions are rather low as what school nowadays would investment firm a place on a course for example for someone who a) isnt a permanent constituent of staff and b) probably wont be in the school long enough for the training to utility the school. Without a doubt this will have an effect on a teachers morale if little or no opportunities to develop present themselves. I myself find myself in a similar position a supply teacher the professional development opportunities are little or none.(Draper et al cited in GTCS Research Jan 2006)It may sound clich but for as long as I can remember I have always wanted to be a Primary teacher. I applied for Primary belief in 6th year at school however I was not successful. Teac hing for me at the time had been my only option and at the time I was devastated but soon realised that I could apply again. I then went on to complete a B/A honours degree in Psychology at the University of Psychology and then went on to the Post Graduate Primary course at the University of Paisley.Looking at my strengths I believe teaching ICT seems to be one of them. ICT is something that I make spot and is something that the children always respond well to. It comes very natural to me given the fact that I have heavy(p) up using computers. This is probably why the children enjoy it as they can see that is something I love doing and this in turn enthuses them. In my probationary school I led an in service on Activ Primary for my colleagues who were either new to the IWB (Interactive whiteboard) or were still puzzled after attending the course on Activ Primary. By doing this I felt good as it felt like I was giving back to the school by supporting colleagues rather than being s upported all the time. Even now as a Supply Teacher I carry my pen drive around with me which has along with many other things ICT activities. Teachers in different schools often ask me where I get my resources most of which are from the internet. A recent example is an interactive advent calendar Power Point which I use with the children in the lead up to Christmas. Although I do feel that ICT is a strength of mine like everything else I am constantly learning new ideas and will continue to learn.Looking at the SWOT digest I have some experience using Active Learning in the upper school I would like to gain experience in using active learning in the early years. As a whole one of my goals is to try to keep abreast of current developments in early years education especially in light of the CFE. I recently was given the opportunity to attend an in-service in Story Grammar one of the schools in which I do supply in. I found this to be very interesting and very beneficial in the early years. By attending this course this prompted me to look more closely into the curriculum where Story Grammar came from Key to Learning Curriculum and I purchased the Curriculum sustain by Galina Doyla. I have tried to use some of the ideas from the book in my work in the Nursery. Obviously just now I only volunteer in the Nursery my first and world-class goal for the future would be to gain a permanent job in early years. name and address LISTAsprey, E., Hamilton. C Haywood.S (2002). PGCE master key Workbook Professional Issues in Primary Practice. Exeter Learning MattersBBC discussion. (2009). Demoted SNP education secretary endorses successor. for sale http// discussion.bbc.co.uk/1/hi/scotland/8388141.stm).Last accessed 4th December 2009.EIS. (2009). 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(3rd edition)San Francisco Jossey Bass.SNP. (2007). SNP 2007 Manifesto. Availablehttp//www.snp.org/node/13534.Last accessed 11th December 2009.Swanson. I. (2009). Fiona Hyslop sacked.Available http//edinburghnews.scotsman.com/politics/Fiona-Hyslop-sack ed-as-Education.5871555.jp.Last accessed 4th December 2009.Watzke, J.L. (2007). Longitudinal research on beginning teacher development complexness as a challenge to concerns-based stage theory. Teaching and Teacher Education. 23 (1), 106-122.